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Socio-Constructivist Pedagogy in Physical and Virtual Spaces: The Impacts and Opportunities on Dialogic Learning in Creative Disciplines

Smith, Charles (2022) Socio-Constructivist Pedagogy in Physical and Virtual Spaces: The Impacts and Opportunities on Dialogic Learning in Creative Disciplines. Architecture_MPS, 22 (1). ISSN 2050-9006

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The process and outcomes of the design studio are extensively communicated through visual means. However, notwithstanding such tangible manifestations of learning, design education is characterised by dialogue, the discussions in studio between tutors and students and between the students themselves. As such, it aligns strongly with socio-constructivism, where learning is co-constructed and negotiated through a social process of collaborative dialogue. This paper evaluates the impact of the transition from studio-based encounters to virtual learning on a pedagogy that revolves around dialogic interaction, the dynamics of which arguably become distinctly different online. Utilising a combination of reflection on teaching practices and research literature, the paper explores the effects on a variety of signature elements of architectural pedagogy through which dialogic learning occurs, such as: one-to-one tutorials (desk crits), group tutorials, and design reviews (crits or juries). Socio-constructivism suggests that dialogue and co-construction are key process for learning; was this effectively replicated in a virtual format? Post lockdown, some institutions are retaining elements of virtual teaching alongside face-to-face through a blended learning approach, and the paper considers the implications of this for creative disciplines. In the return to face-to-face teaching after the prolonged hiatus created by the pandemic, some students have very little experience of studio culture; the paper discusses potential consequences and opportunities this presents. Learning from the experiences of remote teaching during the pandemic, the paper concludes by suggesting qualities that might be embedded within both physical and virtual creative learning spaces to facilitate more compassionate and engaging dialogic learning.

Item Type: Article
Uncontrolled Keywords: dialogic learning; social context; socio-constructivist pedagogy; studio learning; virtual learning
Subjects: B Philosophy. Psychology. Religion > B Philosophy (General)
L Education > L Education (General)
N Fine Arts > NA Architecture
Divisions: Art & Design
Publisher: UCL Press
SWORD Depositor: A Symplectic
Date Deposited: 13 May 2022 09:45
Last Modified: 13 May 2022 09:45
DOI or ID number: 10.14324/111.444.amps.2022v22i1.001
Editors: Burns, Sean and Wilson, Matthew
URI: https://researchonline.ljmu.ac.uk/id/eprint/16845
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